Educación para el Ocio: Ha llegado la hora de un nuevo objetivo para una vieja idea.
DOI:
https://doi.org/10.7179/PSRI_2012.19.09Keywords:
Repertorio de actividades, las limitaciones de la intervención, el comportamiento de ocio, educación para el ocio, la alfabetización en ocio, Activity repertoire, intervening constraints, leisure behaviour, leisure education, leisure literacyAbstract
La Educación para el Ocio nos sitúa ante una vieja idea, que está siendo examinada con renovado vigor en Canadá. Profesionales e investigadores de diversas disciplinas (por ejemplo, en el ámbito de Salud, la Justicia, la Educación o la Recreación) reconocen, cada vez más, que son muchas las personas que pueden beneficiarse del ocio y de las oportunidades de recreación en sus comunidades, aún cuando son bastantes las no pueden hacerlo porque carecen de alfabetización en ocio. Esto es, de los conocimientos, habilidades y confianza que se necesitan para darle un significado personal, que incida positivamente en su bienestar y calidad de vida. La Educación para el Ocio es un medio clave para mejorar la alfabetización en ocio. El texto presenta un modelo de educación para el ocio desarrollado por la Dra. Brenda Robertson, argumentando cómo y por qué la Educación para el Ocio es necesaria para abordar la salud mental y el bienestar de las personas que sufren marginación en sus comunidades. Complementariamente se presentan algunas recomendaciones para avanzar esta Educación, como un componente fundamental de la agenda nacional para la recreación en Canadá.
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Leisure education is an old idea that is being examined with renewed vigour in Canada. Practitioners and researchers from various disciplines (e.g., health, justice, education, recreation) are recognising anew that many people who could benefit from leisure or recreation opportunities in their communities are unable to do so because they lack leisure literacy. Leisure literacy refers to the knowledge, skills and confidence to engage in personally meaningful, health-enhancing leisure. Leisure education is a key means to enhance leisure literacy. The paper presents a model of leisure education developed by Dr. Brenda Robertson and argues for how and why leisure education is needed to address the mental health and well-being needs of persons who experience marginalisation in their communities. Recommendations for moving forward with leisure education as part of a national agenda for recreation in Canada are presented.
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